DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 4th SEMESTER & STUDENT TEACHING LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Alison Farnsworth_ Grade Level _K_ Title _Christopher Columbus: Land Ho
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:

14 Students
7 Boys and 7 Girls

O ELL
O IEP
Natasha has a hard time focusing (usually has a student aid)
Classroom environment: The classroom is divided into three centers; computers, and two teacher stations.

Each teacher station is 10 minutes and the computer station is 20 minutes. Students are divided into
groups based on level and row color
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:

Students will learn why and where early explorers traveled.

Content Walk-Away: I will be able to draw and label If I was an explorer
Language Walk-Away: I will be able to say what my drawing is about
Vocabulary: Labeling
SIOP # 1,2,3

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Observing and listening to students participating

Content Walk-Away Evidence (Summative): Students will turn in their drawing on if I

was an explorer

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Based on my contextual
factors I will teach this
lesson according to the core
knowledge

Language Walk-Away Evidence (Summative): Before we switch centers students will

tell me what their picture was.

Approx.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Remember the stories we have been reading about Columbus? What was Columbus looking for? Why do they
want the golden spices? What way did Columbus travel? What are the names of his ships?
SIOP # 7, and 8

Formative assessment:
Learning Goal
Recalling information from
yesterdays read-aloud

Success Criteria
Sitting quietly in their spots.

Assessment Strategy
-observe students

Modification/accommodations: (ELL, IEP, GATE, etc.)

If Natasha is having problems, have somebody sit by her or move her over by Mrs. Engle

Focus Lesson (I do it)

Today we are going to write about if you were an explorer. I want you to think about the journey that
Columbus is on and how he went a different route then all the other explores.
Now I want you to think of a place or thing that you want to explore and draw and label a picture
-must include 5 colors
-4 star writing
A label gives reader information about a picture.
SIOP #9

Formative Assessment:
Learning Goal
- thinking about Columbus
journey
-listening to directions
Modification/accommodations:

Success Criteria
-participating

Assessment Strategy
-listening and observe

N/A

Guided Instruction (We do it)

Talk about what each student is going to explore, and help them sound out the words.
-How are you going to explore your area/object
SIOP # 21, 22

Formative Assessment:
Learning Goal
Describe their writing

Success Criteria
Center discussion

Assessment Strategy
-listen to students describing
their drawing

Modification/accommodations: N/A
Collaborative/Cooperative (You do it together)

Students will be in centers talking to their peers during the activity

-describing their drawing as they draw
SIOP # 16, 21, 22

Formative Assessment:
Learning Goal
Students sharing

Success Criteria
-working with center peers

Assessment Strategy
-Observe
-listen to students working
together

Modification/accommodations: N/A
Independent (You do it alone)
Students Journal entry on If I was an explorer
Summative Assessment: students will complete their journal entry on If I was an Explorer
Modification/accommodations:
SIOP # 21, 22, 30

Closure/Review of walk-aways, vocabulary, and essential questions

(Note: Closure includes student interactions, reflection, and/or demonstrations.)
What is a label?
And recap what each student describe their writing
SIOP # 27, 28

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking,

Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
No Modification or accommodations are needed based on my contextual factors of the class.

SIOP # 19 not needed due to my contextual factors

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?